Interviewed teachers and parents concerning newly developed school services for 6-year olds in Stockholm, Sweden, where the traditional age for starting school will change from 7 to a flexible 6 or 7 in 1997. Results from ratings done by teachers indicate that the new services have had a positive influence on the children's adjustment and peer…

This article examines trends in the education of adults with learning disabilities, focusing on dropout prevention, postdropout education, disability self-awareness, transition, Adult Basic Education, higher education, vocational education, employment, and psychosocial issues. Organizational sources of further information and a table listing…

Recent research on severely disabled students leaving schools in Northern Ireland is reviewed. Findings are discussed in terms of attitudes of students and their parents, professionals' attitudes toward school leaving arrangements, and the role of adult centers. Greater coordination between adult centers and schools is seen as vital to improved…

Describes Hawaii Community College's vocational preparation (Voc Prep) program, which focuses on basic communication, literacy, and mathematics skills to prepare students to enter vocational programs. Compares the Voc Prep learning community model, which includes vocational and basic skills instruction, personal development, and counseling, with…

Surveys 116 urban school principals to determine their viewpoints on the academic needs of high-risk students. Results reveal five critical areas where improvement is considered essential. A common theme is that more attention should be given to affective resources, including counseling, transitional programs, and alternative classroom structures.…

This article summarizes 43 empirical studies of school-to-community transition of hearing-impaired persons with developmental disabilities; discusses data collection and interpretation issues; and recommends future research, development, and evaluation. The studies deal with such areas as career/vocational preparation, independent living skills,…

Issues are discussed in the transition of students with learning disabilities from high school to employment or postsecondary education, focusing on the importance of providing instructional and counseling services to help students become self-sufficient, independent thinkers who can self-advocate and be responsible for their actions. (Author/JDD)

This study used ethnographic methodology to evaluate the impact of mediation on transition outcomes of six persons with mild mental retardation. Strategies used by focal persons, their parents, and agencies/schools are discussed in relation to (1) empowerment and self-determination, (2) social dimensions of transition planning and "balanced…

This article calls for a rethinking of inservice education for teachers of children with disabilities as well as an investment in experimental modes of teacher renewal. Examples are presented of short-term internships where teachers are immersed in exemplary practices by host teachers in early education and school-to-adult life transition…

This literature review examined the current status of young adults with emotional/behavioral disorders (EBD) two to five years after leaving high school, in employment, residential environment, social and interpersonal networks, dependency, and learned helplessness. Suggestions for school-implemented community adjustment programs are offered. (DB)

Analysis of data gathered on 11 young people with disabilities concerning the transition from school to adult life revealed eight main themes, such as lack of inclusive educational practices, hastily and poorly coordinated transition planning, restrictive views on employment and community living opportunities, low levels of family participation,…

Parents of young adults with developmental disabilities transitioning from mandated school services to adult services may face dilemmas when decisions present conflicting choices with equally problematic outcomes for the family. A questionnaire was administered to 103 families to determine which potential dilemmas were most significant for…

A study of 72 adolescents (ages 16 to 19) leaving Israeli special schools for students with developmental disabilities and mental retardation found that, 6 months after graduation, one-third of the students were neither working nor enrolled in any program. Variables correlating with successful placement included prior work experience, teacher…

Interinstitutional collaboration can help educators in local communities identify and respond to the unique challenges they face. Student support services at high schools and community colleges can work together to design programs (e.g. new student orientations, counselor-to-counselor activities, staff development) to assist students in their…

This follow-up study interviewed 720 former special-education students nine months after exiting New York schools for employment, postsecondary education, and community living outcomes. Results indicate special-education program components contributing to success included work experiences, occupational education, transition planning, and…